Every week we will have one lecture-based session with seminar discussion on the Tuesdays. On the Thursdays, there will be hands-on labs. The instructor will prepare the lectures and lead the lab sessions, and students are expected to present and lead the discussion during the seminars. We will also have guest speakers with their specialties in archaeology.
Required and Supplemental Readings
There will be no required textbook for this course. The instructor will select reading materials corresponding to the weekly course content. All reading materials will be available on CANVAS. In the UW library collections, there are many textbooks in different writing styles. Here are two reserved textbooks for this course. You will not need to read the whole books, but these are excellent materials if you want to explore more about archaeology.
Wendy Ashmore and Robert J. Sharer. 2010. Discovering our Past: A Brief Introduction to Archaeology, 5th Edition
Renfrew, Colin, and Paul G. Bahn. 2016. Archaeology: theories, methods and practice, 7th edition.
As a student, I expect that you will:
As an instructor, you should expect me to:
Assignments and evaluation
Five major tasks as assessment. Among these tasks, some are weekly assignments, and some are quarterly tasks.
The weekly assignments comprise three parts:1) Reading quizzes, 2) Lab notes, and 3) Seminar activities. These weekly assignments will have you familiar with the topics but not to torture. If you experience any difficulty, please consult with the instructor.
- Reading quizzes (10%): the instructor will setup the online quizzes directly related the weekly lecture topics. Due date: Mondays 11:59pm before the lecture on Tuesdays.
- Lab note (20%): during the lab sessions, students expect to work together to gain the ‘handy’ experience of archaeology. The lab work will be designed to be finished in the lab hours. Due date: subsequent Wednesdays 11:50pm before the new lab. For example, you need to submit your week3 lab note on the Wednesday of week4.
- Seminar activities: there are three activities for the seminar session.
- Presentation (10%): grouped students present their response to the assigned articles and lead the class discussion. We will work on grouping in week2 during the lecture (2nd of July).
- Reading notes/response (10%): each student who is not presenting should submit 250 words reading note/summary plus 150 words personal response before seminar session. Submission of this assignment via CANVAS. Due date: Mondays 11:59pm before the lecture on Tuesdays.
There are two quarterly tasks: 1) Research proposal and 2) Final exam. The purpose of these two tasks is to encourage students to use the knowledge comprehensively
- Research proposal: two components in this assignment.
- Proposal writing (20%): students are encouraged to work together as a team (ideally four students in a team) and compose an attractive and do-able research proposal (1600 words max).
- Proposal presentation (15%): each team need to present their proposal in front of the whole class and gaining feedbacks from the cohorts and instructor in week8 and week9.
- Final exam is self-evident (15%).
Class Policies & Rules of Conduct
Academic honesty: http://depts.washington.edu/grading/issue1/honesty.htm
Diversity at the UW: http://www.washington.edu/diversity/
The Disabled Student Services (DSS) Office coordinates academic accommodations for enrolled students with documented disabilities. Accommodations are determined on a case-by-case basis and may include classroom relocation, sign language interpreters, recorded course materials, note taking, and priority registration. DSS also provides needs assessment, mediation, referrals, and advocacy as necessary and appropriate. Requests for accommodations or services must be arranged in advance and require documentation of the disability, verifying the need for such accommodation or service. Contact DSS at: 448 Schmitz, Box 355839, (206) 543-8925 (Voice/TTY), firstname.lastname@example.org
The University of Washington is committed to fostering an environment where the free exchange of ideas is an integral part of the academic learning environment, and we try hard to foster an inclusive, diverse class environment following the university’s Diversity Blueprint. However, disruption or domination of classroom discussions can prohibit other students from fully engaging and participating. Any student causing disruption may be asked to leave any class session, and, depending on the severity and frequency of that behavior, an incident report may be filed with Community Standards and Student Conduct. As a condition of enrollment, all students assume responsibility to observe standards of conduct that will contribute to the pursuit of academic goals and to the welfare of the academic community. For more detailed information on these standards, please visit: http://apps.leg.wa.gov/WAC/default.aspx?cite=478-120